Junior high school religious and moral education teachers’ perception and utilisation of play-based pedagogies in the Shama District.

Abstract

This study investigated Junior High School (JHS) teachers‘ perceptions and utilization of play-based pedagogies in teaching RME in the Shama District. The study was guided by four research questions, and a quantitative approach was utilized. A survey involving 62 JHS RME teachers in the District was conducted. These teachers were selected using census and stratified sampling technique. Data were collected using an observation checklist and a structured questionnaire. Descriptive data analysis techniques, including frequency counts, percentages, means, as well as standard deviations, were employed to analyze the collected responses in answering the research questions. The study revealed four key findings. First, JHS RME teachers in the Shama District generally held positive views about play-based pedagogies. They perceived play-based methods as beneficial in enhancing student understanding, promoting enjoyment, a positive learning environment, and in addressing complex RME topics. While consensus exists, standard deviations suggest some variability in responses. Second, teachers employed a variety of play-based strategies, with predominant occasional use, and none being ―always‖ used. Strategies, such as play for participation, were reported as ―often‖ used, while others, like field trips and educational games, were used ―rarely.‖ Third, teachers‘ decisions to incorporate playbased pedagogies were influenced by multiple factors, including student engagement, support, perceived enjoyment, and alignment with the curriculum and learning objectives. Lastly, challenges faced by RME teachers in incorporating play-based pedagogies into their lessons included time constraints, resource availability, cultural sensitivities, and managing large classes, with some challenges not perceived. Based on these findings, it is recommended for the Shama District Education Directorate to organize more training seminars and workshops to enhance RME teachers‘ understanding of play-based methods while providing them the opportunities to share best practices and success stories.